Psycho-Sociological Factors as Predictors of Students’ Achievement in Reading Comprehension in Oyo West Local Government Area, Oyo State

This study identified and analyzed psycho-sociological factors that influence students’ achievement in reading comprehension among Senior Secondary School II students in Oyo State, Nigeria. Two hundred (200) class two students randomly selected from ten (10) Senior Secondary Schools out of eleven (11) in Oyo West Local Government Area participated in the study in which three research questions were answered. Four research instruments were used in this study: Students’ Self-Concept Scale (SSCS) (r=.72); Students’ Locus of Control Scale (SLOCS) (r=. -73); Questionnaire on Students’ home background (QSHB) (r=0.76); and English Achievement Test on Reading Comprehension (EATRC) (.75). Data collected were analyzed using descriptive statistics of mean and standard deviation; inferential statistics of Pearson Product Moment Correlation and Multiple Regressions at 0.05 level of significance. Findings revealed that there was a positive significant relationship between Self Concept and students’ achievement in reading comprehension (r = .261, p <.05). Also, there was a positive significant relationship between locus of control and students’ achievement in reading comprehension (r = .169, p <.05). However, there was a positive significant relationship between home background and students’ achievement in reading comprehension (r = .186, p <.05). The joint contribution of self-concept, locus of control and home background on students’ achievement in reading comprehension was significant F_(3,196)=5.204 p<0.05; the relative contribution of self-concept (β = .210, t= 2.556; P <.05), locus of control (β = .045, t= .548; P>.05), and home background (β = .061, t= .732; P >.05) with self-concept being the most potent, followed by home background and locus of control. Based on the findings, recommendations were made to parents, school administrators, government and other relevant stakeholders on the need to arouse students’ interest to engender positive attitude to reading comprehension.